Özet:

Abstract The purpose of this study is to determine the impact of the flipped classroom method on student motivation and what related factors increase and decrease motivation. The study followed the mixed research method and the sample of the study consisted of 116 first grade early childhood education undergraduate students at a university in Turkey. This study was conducted in an introductory computer course. The flipped classroom method is compared to traditional techniques in this study. Data were collected through semi-structured interviews and a course interest survey in this 10-week mixed method study. Inferential and descriptive analysis methods were applied to the data. An independent samples t-test was used to determine the difference between experimental and control groups in terms of motivation. The interviews were analyzed with descriptive analysis method. Results showed that students who were trained with the flipped classroom method had more motivation than students who were trained with traditional methods. Students reported that hands-on in-class activities, group work, and gamification activities increased their motivation. Additionally, students reported that the difficulty level of in-class activities, watching videos, and dealing with the course outside of the classroom decreased their motivation. Consequently, when designed effectively, the flipped classroom method can increase the students’ motivation towards the course. Also, suggestions for practitioners were discussed in this study.

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